Purpose teaching and learning process based on flipped

PurposeThe flipped classroom is a technology-enhanced pedagogythat has grown popular in education settings.

It replaces the traditional didacticlecture with active in-class tasks and pre- and/or post-class works,revolutionizing the way that students receive information from their instructors.In a traditional classroom, students take lecture notes and spend timememorizing knowledge without actively participating in the learning process.This has directly and indirectly affected student engagement and learningprocess.

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In a flipped classroom, information-transmission component of atraditional face-to-face lecture takes place outside of class time. Students are requiredto do traditional classwork at home andcomplete their homework in class with the instructor present to assist thestudents to thecontent. Althoughevidence generally supports the benefitsof flipped classroom, there are still very scarce insights regarding thepotential of flipped classroom model in fostering student learning and engagement.Therefore, this study was undertaken toexamine students’ satisfaction and engagement through interactive teaching andlearning process based on flipped classroom approach.

 MethodologyA total of 12 Master students from diverse background was participatedin 14-week “Plant and Animal Improvements” course in Semester 1 2017/18. Inthis study, students were exposed to traditional lecture-based classroom andflipped classroom. In the traditional lecture-based classroom, studentsattended the didactic lecture and did the homework after class. The classperiods, other than quizzes and the midterm, were spent in lectures and solvingtextbook-type problems. In the flipped classroom, students were asked to watchthe pre-recorded lectures before the class and use the class time for homeworkdiscussion. The class time, other than weekly quizzes andexams, was spent solving problems, either individually or in groups. All students were asked to completefeedback questionnaires after completed each approach.

 FindingsThe results showed that students were generally satisfiedwith some aspects of the redesigned course, including content and topics of thelearning materials, e-learning course flexibility as well as technology andmultimedia resources used. Surveys and in-class discussions indicated that students’attitudes were positive toward the use of digital technologies to enhance theirlearning but not to substitute the role of the lecturer. Most students stillvalue face-to-face interaction and do not see online learning environment as atotal substitution to the traditional lecture.  LimitationsThere are some limitations encountered in this study. Thenumber of students enrolled in this course was very low.

The response from the lownumber of participants may not reflect the learning gain from the flipped classroomapproach. Besides, the results focus only on students’ satisfaction regardingtheir experience with the traditional and flipped classroom approaches. It is valuableto understand students’ perceptions and relationship of other indicators of studentengagement in the flipped classroom, which is a suggestion for future studies. OriginalityThe paper provides insights into learning processesrequired for active engagement in student-centred classes.

The study also showedthat flipped classroom could be an effective teaching technique to incorporateinto existing courses and that it does provide some benefits compared totraditional lecture.

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